The place of music education in post-compulsory education in Western Australia: A legitimate contribution or an interest subject?

Abstract

Since the early 1980s, post-compulsory education and training (PCET) has been undergoing radical changes. In the Western Australian (WA) context, post-compulsory education and training begins at the end of Year 10 or at age 15, and in the State school system Years 11 and 12 of schooling are commonly known as the post-compulsory years. This paper will review recent reforms in PCET, the current PCET review in Western Australia, and the place and potential role of music education in PCET at the State school level in Western Australia. Crucial in the discussion is the recent introduction of the curriculum framework (Curriculum Council 1998) and the link between the new curriculum and post-compulsory schooling in Years 11 and 12. This paper discusses the possibility of music education meeting the employment-related goals of PCET policy, without compromising its primary aims and values. It is proposed that this can be achieved, and is necessary if music is not to become marginalised in the post-compulsory curriculum. Music education can provide students and schools with opportunities to meet the national goals for schooling (MCEETYA 1998). During a period of increasing economic accountability and rationalism in schools in Western Australia, it is important that music is seen to be contributing to this political agenda. Otherwise it will be marginalised and may not even have a place as an interest subject.